Phonemic awareness training: What to teach and how to teach it.

This study investigated the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first-grade readers ( N=19). Random assignment was made to one control group and three experimental: phonemic skill training only (“skill and drill”), phonemic skill training plus decoding (“semi-conceptual”), and phonemic skill training plus decoding and reading (“conceptual”). Outcome measures included tests of segmentation, deletion, deletion and substitution, and both standardized and informal tests of reading. Results indicated no significant differences among the experimental and control groups on measures of phonemic awareness (segmentation excepted) or reading. Findings also revealed that training that provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. These results suggest that phonemic awareness training for low- and middle-achieving beginning readers may not be unequivocally beneficial.

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Evaluation of long term effects of phonemic awareness training in kinderarten: Illustrations of some methodological problems in evaluation research

Scandinavian Journal of Psychology ◽

10.1111/j.1467-9450.1985.tb01138.x ◽

1985 ◽

Vol 26 (1) ◽

pp. 21-34 ◽

Cited By ~ 40

Author(s):

ÅKE OLOFSSON ◽

INGVAR LUNDBERG

Keyword(s):

Phonemic Awareness ◽

Evaluation Research ◽

Long Term Effects ◽

Awareness Training ◽

Methodological Problems ◽

Phonemic Awareness Training

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They Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical Evaluation of the Trend Toward Advanced Phonemic Awareness Training

10.31234/osf.io/ajxbv ◽

2021 ◽

Author(s):

Nathan Clemens ◽

Emily Solari ◽

Devin M. Kearns ◽

Hank Fien ◽

Nancy J. Nelson ◽

...

Keyword(s):

Reading Instruction ◽

Phonemic Awareness ◽

Critical Evaluation ◽

The United States ◽

Awareness Training ◽

Policy Makers ◽

Open Questions ◽

Skilled Reading ◽

Theories Of Reading ◽

Phonemic Awareness Training

A trend has emerged across schools in the United States in which phonemic awareness is viewed as much more than a component of beginning reading instruction. This perspective argues that “phonemic proficiency”, evidenced by mastery with advanced tasks such as phoneme elision or substitution, is an important target for assessment and instruction well beyond initial grades. Daily phonemic awareness instruction outside of print are hallmarks of the perspective, which has influenced state policies on reading instruction. This paper evaluated the empirical and theoretical basis for advanced phonemic awareness training. Although promoted as evidence-based, proficiency on so-called advanced phonemic tasks is not more strongly related to reading or more discriminative of difficulties than other phoneme-level skills, not necessary for skilled reading, and is more likely a product of learning to read and spell than a cause. Additionally, reading outcomes are stronger when phonemic awareness is taught with print, there is no evidence that advanced phonemic awareness training benefits reading instruction or intervention, and prominent theories of reading development do not align with the claims. We conclude with implications for policy-makers and educators, and discuss how experimental research could address open questions about phonemic awareness instruction.

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Listen and Learn? A Software Review of Earobics®

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.3001.108 ◽

1999 ◽

Vol 30 (1) ◽

pp. 108-116 ◽

Cited By ~ 14

Author(s):

Sylvia Farnsworth Diehl

Keyword(s):

Software Development ◽

Language Learning ◽

Phonemic Awareness ◽

Auditory Processing ◽

User Friendliness ◽

Auditory Development ◽

Language Learning Disability ◽

Game Sequence ◽

Program Description ◽

Phonemic Awareness Training

The evaluation of software in the treatment of a language-learning disability requires analysis of both the technical and conceptual aspects of software development. The Earobics® program is reviewed with this dual purpose. The Earobics® program, as reported by the publisher, is an auditory development and phonics software program that is designed to provide auditory processing and phonemic awareness training. Considered first are the technical aspects of the program, including the program description, hardware requirements, and user friendliness. Next, the conceptual framework motivating the software development is assessed through an analysis of the six games that make up the program. These six games appear to be premised on a combination of auditory processing and phonological awareness principles, which are not necessarily compatible. Finally, the strengths and limitations of the program are examined for the developmental sequence presented in its games and utility of the game sequence in the reading acquisition process.

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